【摘要】：學生學習經(jīng)歷滿意度因直接體現(xiàn)了學習者主體的感受和體驗,而被普遍認可為一種較為客觀和準確的本科教育質量的測評指標。通過問卷調查法,本研究發(fā)現(xiàn),中國研究型大學的本科生在學習經(jīng)歷的滿意度上明顯低于美國同類大學,其中,在整體學術經(jīng)歷滿意度和整體社交經(jīng)歷滿意度上的差距最為顯著。在影響學習經(jīng)歷滿意度的過程性變量中,"師生互動"是最關鍵的影響因素,而"深層學習"、"課堂討論"、"學習努力"和"不良習慣"等也都對滿意度有顯著影響。關注歐美高校普遍采用的基于滿意度的院校質量測評和跟蹤機制、確立"為學生成長和發(fā)展服務"的辦學理念、重視師生互動的特質和精髓、設計能夠提升學生學習投入度和成就感的優(yōu)質學習環(huán)境,是中國高教界必須深入思考并努力嘗試的重要舉措。
[Abstract]:The satisfaction degree of students' learning experience is generally accepted as an objective and accurate evaluation index for the quality of undergraduate education because it directly reflects the feelings and experiences of the learners. Through questionnaire survey, this study found that the degree of satisfaction of undergraduate students in Chinese research universities is significantly lower than that of similar universities in the United States. The difference between the overall academic experience satisfaction and the overall social experience satisfaction is most significant. Among the process variables that affect the satisfaction of learning experience, teacher-student interaction is the most important factor, and "deep learning", "classroom discussion", "learning effort" and "bad habits" also have significant effects on satisfaction. Pay attention to the quality evaluation and tracking mechanism based on satisfaction, establish the idea of "serving students' growth and development", attach importance to the characteristics and essence of teacher-student interaction, and pay attention to the quality and essence of teacher-student interaction. The design of a high quality learning environment that can enhance students' learning commitment and sense of achievement is an important measure for the Chinese higher education community to think deeply and try hard.
【作者單位】： 南京大學教育研究院;
【基金】：2014年度教育部人文社會科學規(guī)劃基金“國際比較視野下的中國大學生創(chuàng)新能力及學習環(huán)境對其的影響機制研究”(14YJA880049) 2012年度江蘇省社科基金“創(chuàng)新人才培養(yǎng)與大學生學習的深度變革研究”(12JYC012)
【分類號】：G649.1

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